revised academic manual for teachers for autumn term 2013-14

8/13/2019 Revised Academic Manual for Teachers for Autumn Term 2013-14

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Academic Manual for Teachers 2013-14

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Academic Manual for Teachers


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Table of Contents

1 Introduction...4

2 Weightages of Evaluation Components .......................................................................................................5

3 Continuous Assessment Components.....................................................................................................................10

4 Guidelines for designing Academic Tasks .........................................................................................................13

4.1 Important Guidelines for all Academic Tasks...13

4.2 Nature of Academic Task ..........................................................................................................................14

4.3 Description of Academic Task ..................................................................................................................16

4.3.1 Homework.................................................................................................................................16

4.3.2 Test............................................................................................................................................17

4.3.3 Term paper................................................................................................................................18

4.3.4 Mini Project ..............................................................................................................................18

4.3.5 Some Common Guidelines for Term paper /Mini Project .......................................................18

4.3.6 Design Problem ........................................................................................................................19

4.3.7 Case Study.................................................................................................................................19

4.3.8 Quiz ..........................................................................................................................................19

4.4 Plagiarism.....20

4.5 Peer Rating ...............................................................................................................................................20

4.6 Approval and Audit of Academic Task.....................................................................................................20

4.7 Record Keeping/ Posting of Academic Task ...........................................................................................20

4.8 Error Reporting of Academic Task ..........................................................................................................21

5 Teaching practice for M. Phil Students ......22

6 Course categorization for auto calculation of Continuous Assessment .....23

7 Course file....25

8 Resource file ...26

8.1 Important Points ....26

8.2 Format for Index ........26


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Annexures:

Annexure-I- Formats for tests

Annexure-II- Guidelines for writing a term paper

Annexure-III- Guidelines for effective class teaching

Annexure-IV- Model of Lab conduct

Annexure-V- Cover Page for Academic Task


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1. Introduction

LPU is committed to excellence in academics. New academic initiatives are taken regularly to improve the overall

academic environment in LPU. The Universitys academic structure helps in effectively streamlining the academic

operations and increasing transparency and efficiency in all the academic processes and communication. Guidelines,

Policies and Academic Processes are revised regularly with constructive feedback for maintaining the highest

standards of teaching excellence through high quality teaching practices .These are adopted for transformative studentlearning for an outstanding teaching, learning, research and overall enriched educational experience.

This manual has been developed to serve as a companion to the teachers and administrators. It provides up-to-date

compilation of all the academic processes and guidelines to support the instructor in preparing for and conducting

lecture, practicals, seminars, workshops etc. and to maintain the minimum standards in teaching and evaluation. It

focuses on explaining aspects specifically related to the identification of appropriate pedagogical and evaluation

strategies for different types of courses.

A good teacher is known for his/her knowledge, enthusiasm, pragmatic approach, and personal touch inside and

outside the classroom can use this manual as a guide towards providing an enriching learning experience to his/her

students.


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2. WEIGHTAGE OF EVALUATION COMPONENTS

Evaluation is a vital part of the educational process as it determines the usefulness of teaching learning processes and

their assimilation by the students.

Evaluation of students performance in a typical course is doneon the basis of:

(a) Continuous Assessment (CA) which is further classified into Attendance and Academic Tasks (AT).

The continuous assessment is done on the basis of certain Academic Tasks (AT) allotted by the instructor to the

students for completion within a prescribed timeline. The primary purpose of assigning tasks to students is to direct

them to practice continuously.

(b) Mid Term Exam (MTE) which is further classified into practical (P) (e.g. Pharmacy) and theory (Th) and

(c) End Term Exam (ETE) which is further classified into practical (P) and theory (Th).

Since teaching and evaluation go hand in hand, t he weightage of C A , M T E a n d E T E shall vary from

one course to another depending upon the mode of teaching (lectures, tutorials and practicals). Hence all

courses have been categorized as follows for the marks of CA, MTE and ETE:

Imp. Note: Wherever the following weightages are not applicable, a separate customization must be

obtained and approved by the appropriate authorities through DAA. The customizations approved as

on date are available in the file attached CUSTOMIZATION OF WEIGHTAGES AND CA

COMPONENTS.

Type 1: Courses with Lecture (L) and Tutorial (T) (wherever applicable) but no Practical (P):

CA MTE ETE

Attd. AT(CA)

MTP MTT ETP ETT

5 20 0 25 0 50

Split of AT

Component Total Number Marks per component Total Marks

AT 2 best out of 3 10 20

Total 20


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Type 2 Courses with L=0, T=0, P0

Type 2(a). Practical or Lab Courses:

CA MTE ETE

Attd. CAP MTP MTT ETP ETT

5 25 20 0 50 0

Type 2(b). Courses like seminars, workshops etc.

CA MTE ETEAttd. AT

(CAP)MTP MTT ETP ETT

5 40 0 0 55 0

Split of AT



Total 40

Imp Note:

AT should preferably be quiz based on seminars/presentations already held. However it can also bea test based on general professional awareness or any other form of evaluation (such as short case

in clinical courses) deemed fit by the course planner.

The evaluation of Written Report and Presentation on the seminar topic assigned to eachstudent will account for marks secured in End Term Practical exam hence it has not been

shown in the CA components. The ETP marks will be awarded on the basis of written report

(50% marks) and its presentation (50% marks)

Type 2(c) Courses such as Clinicalsin physiotherapy:

CA MTE ETE

Attd. AT(CAP)

MTP MTT ETP ETT

5 40 0 0 55 0

Split of AT



Total 40


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Imp Note:

The AT should preferably be presentations based on patient cases of the hospital, the students aregoing for clinical training or the research articles from the journals.

Type 2(d) Courses like Thesis writing in M.Phil.:

CA MTE ETE

Attd. AT(CAP)

MTP MTT ETP ETT

5 95 0 0 0 0

Type 3: Courses with L=0 T=0 P=0

Type 3(a) Dissertation/ Capstone Project/Research Project/Term Project/Community and Technical

Project / any similar project based course with no class room or lab teaching.

i) UG and PGCA MTE ETE

Attd. AT(CA)

MTP MTT ETP ETT

0 50 0 0 50 0

ii) M.Phil. DissertationCA MTE ETE

Attd. AT(CA) MTP MTT ETP ETT

0 20 30 0 50 0

Note: For detailed evaluation criteria of Dissertation/ Capstone Project/Research Project/Term

Project/Community and Technical Project / any similar project based course with no class room or lab teaching

refer to the respective guidelines.

Type 3(b)Trainings / Internships:

i)

Compulsory Full Term Industrial Training/Internship of 16-18 weeks duration:

CA MTE ETE

Attd. AT(CA)

MTP MTT ETP ETT

0 50 0 0 50 0

ii) Short duration industrial Training /Internship (less than a term /16 weeks;evaluation in the succeeding term on a day(s) after the internship)


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CA MTE ETE

Attd. AT(CA)

MTP MTT ETP ETT

0 0 0 0 100 0

Note: For detailed evaluation criteria of Trainings / Internships refer to the respective guidelines.

Type 3(c) Course like Teaching Practice in M. Phil. & Simulated Teaching Practice in Education:

CA MTE ETEAttd. AT

(CA)MTP MTT ETP ETT

0 100 0 0 0 0

Note 1: For detailed evaluation criteria of Teaching Practice refer M. Phil. guidelines.

2: For detailed evaluation criteria of Simulated Teaching Practice refer its syllabus.

3. The above weightages are applicable to simulated teaching in B.Ed. program also.

Type 3(d) Courses having only one evaluation at the term end (Viva Voce, Study Tour, Portfolios etc):

CA MTE ETEAttd. CAP MTP MTT ETP MTT

0 0 0 0 100 0

Type 4. Professional Enhancement ProgrammeAnalytical Skills (PEA courses) and Soft Skills (PES

Courses):

Type 4 (a) PES Courses:

CA MTE ETEAttd. CAP MTP MTT ETP MTT

5 40 0 0 55 0

Split of AT



Total 40


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Type 4 (b) PEA Courses:

CA MTE ETE

Attd. AT(CA)

MTP MTT ETP ETT

5 20 0 25 0 50

Split of AT



Total 40

Imp Note:

For PES courses: AT1- Curriculum Vitae Writing, AT2- Presentation Skills, AT3- Group Discussion,AT4- Interview Skills.

For PEA courses: All ATs are tests/quiz.


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3. Continuous Assessment (CA) components

3.1 Continuous assessment refers to the assessment of a students academic progress throughout the term

on the basis of regularity in class attendance (Attd.) and performance in academic tasks (ATs) /

practical evaluations (as applicable).

3.2 The number of academic tasks to be assigned in different types of courses has been tabulated in pt. 1Weightage of evaluation components of this manual. For each course, t he CDC-Course and the courseplanner (a faculty member who is authorized to prepare the instruction plan) must plan the academic tasksaccordingly in the Instruction Plan (IP).

3.3 While preparing the Instruction plan, the course planner will assign each course to an appropriate category(as per table given below). The appropriateness of the course category shall be screened by therecommending, approving authorities and DAA.

3.4 In each course, the nature of ATs must be planned very carefully according to the category (course focus) towhich it belongs as per the table Course Focus.

Table: Course FocusS. No. Course focus ACADEMIC TASKS

1 Courses with

numerical andconceptual focus

(2 out of 3)

Test / Quiz (MCQs) Test Any Academic Task except a commonhomework for all students.

Note: Live project, design problem, term

paper, case study, Test / Quiz (MCQ) and

or any other can be given.

2 Courses withconceptual focus.

(2 out of 3)

Any Academic Task excepta common homework for allstudents.

Note: Live project,

design problem, term

paper, case study, Test /

Quiz (MCQ) and or any

other can be given.

Test An AT requiring the student(s) to work in ateam or individually in order to collect data,analyze it and then present it to the classto

promote discipline specific currentawareness/practical exposure, logical thinking,team work and presentation.Team size: 3 to 5 students (whereverapplicable).

3 Courses withNumerical focus.

(2 out of 3)

Test / Quiz (MCQs) Test Test

4 Courses with skillfocus (e.gworkshops , any

other skill basedpractical courses)

(4 out of 5)

Any AcademicTask except acommonhomework for allstudents.

Note: Live project,

design problem,

term paper, case

study, Test / Quiz

(MCQ) and or any

other can be given.


Note: Live

project, design

problem, term

paper, case

study, Test /

Quiz (MCQ) and

or any other can

be given.

Test basedonskill setacquired

A practicalevaluationrequiring thestudent to makea presentation -highlightingthe innovation /practical utilityof skillacquired. It canbe assigned toa team /individual.


Note: Live project,

design problem,

term paper, case

study, Test / Quiz

(MCQ) and or any

other can be given.


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5 Practical Courses[ a)n-2 best out of n

where n 7 (n isnumber of practical)b) n-1 best out of nwhere n


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Imp. Notes:i. Category 3 is to be used only for numerical courses where only Tests and Quizzes are feasible.

Other ATs e.g Term paper, case study, design problem etc are not feasible.

ii . The sequence of Academic Tasks (ATs) can be changed depending upon the department andcourse requir ements (e.g. in category 2 even the fi rst AT can be a test and the second can be any

other AT except a common homework f or al l students).

ii i . Scheduli ng of ATs: Where there are maximum 3 ATs for a course then at least 1 should be

scheduled before MTE; where there are maximum 4 or 5 ATs, then at least 2 should be scheduled

before MTE.

iv. I n certain courses, the class tests shou ld include questions based on expert guest lectur es and

educational tr ips conducted dur ing the semester. Such tests shoul d be planned in detail in the

agenda of the Course Coordination meetings.

v. AT should also focus on preparation for national eli gibil ity entrance tests or any other.

vi. No academic tasks can be made mandatory for the students.


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4. Guidelines for designing Academic Task

The questions/problems given in academic task must require the student to:

Step 1: Read the text book prescribed for the course

Step 2: Understand and analyze the text. The student should not be able to answer the questions by

copying directly from the text.

Step 3: The component must generate a written output (a report, long essay or a test) which is to be

submitted and evaluated (for presentations and viva voce etc also the written report must be

generated).

Note: All the 3 steps should require the student to spend at least 5 hours per academic task.

Step 4: Presentation can be scheduled on the given question / problem (wherever applicable).

4.1 Important Guidelines for all Academic Tasks:

4.1.1 No ATs should be scheduled or evaluated in the last 2 weeks of the term (as per the

academic calendar). All evaluations must be completed before the last 2 weeks and

marks communicated to the students before that.

4.1.2 All Academic tasks must be so designed that they prepare the students for placements

(Jobs / Entrepreneurship / Higher studies). Academic Tasks should be such that they

train students for the selection process used by recruiters. The tests, G.D, interviews etc.

should be on the same pattern.

4.1.3 Academic Tasks must be based on reading and analysis of articles published in journals

(print/e-copy), data available in online databases, annual reports of companies, newspapers

and periodicals. Analytical assignments / Tests based on such readings will encourage the

students to be application oriented and prepare themselves for professional life.

4.1.4 Academic Tasks based on the current affairs:

At least one of the ATs should be an assignment based on the current affairs (wherever

possible). This AT can be homework (preparation of scrap book/collage etc.) or a test or a

quiz or media watch or even a case study analysis. Objective of the academic task is to

promote current affairs among students and prepare them for better performance in placement

selection process.

4.1.5 Whenever a guest lecture / Educational trip / Seminar / Workshop is conducted it should be

analysed as to which course of the current term it is related. One of the academic tasks of this

course should test the student on the knowledge gained from such activities.

4.1.6 All academic tasks will be submitted online as far as possible.


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4.2 Nature of Academic Task: The Academic Tasks of each course will be as

per the course category mentioned in the IP. The nature of academic tasks

can be:

a.Homeworkb.Testc.Term paperd.Design probleme.Mini projectf. Case studyg.Quizh.Media watchi. Any other

Table: Details of Academic tasks

S. No. Academic

Task

Max Marks (w.r.t

to its actualweightage -pt. 1

Weightage ofevaluation

components ofthis manual)

Duration No of

questions

Marks of

eachquestion

Level of

output/work

done

expected

from

students

Remarks

1Homework Thrice its actual

WeightageMin 6days (4-6 hrs.work)

To vary asper thenature of

course

5 or multiplesof 5.

2000-3000words or

4to 6pages

Specificquestionsmust begiven, evenin case ofassignments

based onfield trips.

2 Test* Thrice its actualweightage

45 mins. To vary asper thenature ofcourse

All questions of5 marks each orin multiples of5.

If the nature ofcourse demands,a test mightinclude a section

of shortquestions: 1 to 2marks each butall questionsshould not be ofthis nature. Max.10 marks maybe reserved forsuch shortquestions.

Questionsmustjustify themarksallotted tothem

Must beannouncedat least6 days inadvance andmust be

based oncontentalreadytaughtbefore test

allotment.


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3 Term paper Thrice its actualweightage

7-8weeks(15hrs. ofwork)

1 30 marks( Mid Termreport- 5 marksEnd Termreport- 15marks

Viva /

presentation-10 marks)

6000words

Evaluationcriteria mustbementionedin the IP,announcedat the time

of allotmentand strictlyadhered to.

Postevaluationfeedbackmust begiven toeachstudent,hence date

ofsubmissionto beplanned

accordingly.

4 DesignProblem

Thrice its actualweightage

2 weeks 1 30 marks Uniquesolutionfrom each

student

5 Mini Project Thrice its actualweightage

7-8weeks

1 30 marks( Mid Termreport- 5 marksEnd Term

report- 15marksViva /presentation -10 marks)

6000words

6 Case study Thrice its actualweightage

1-2weeks

1 30 marks As pernature ofcase study

7 Quiz Thrice its actualweightage

30 min. A minimumof 25questions.

1 or 2 marks

MCQ Only

As pernature ofquestions

3 sets ofquiz shouldbe designedfor thesectionswherestudentstrength isupto 40 andfor sectionswherestudentstrength ismore than40 then 4sets of quizshould bedesigned.Refer thedetailedguidelinesfor quiz.

* Refer detail ed guidelines for tests.

NOTE:

1. The faculty members can innovate more types of Academic Tasks. However they must be according to

the cri teria of marks and number of questions tabulated above.

2. The faculty members shal l upload the marks of academic tasks as per maximum marks taken in the

class (i .e. thr ice its actual weigh tage).


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4.3 Description of Academic Tasks:

Note: Please adhere to these norms careful ly.

4.3.1 Homework: Homework means a set of work, tasks and/or numerical problems given to

the student, based on topics recently covered in the class to be solved and submitted,within the prescribed time. The primary purpose of assigning work to students is to direct

them to worthwhile practice at home.

a) Preparation for assigning Homework: Detail of homework shall be specified by thecourse planner in the space provided on Instruction Plan interface. On its basis the mastercourse coordinator / Course Coordinator / Instructor (for single section) will prepare a setof questions as model homework. All course teachers will prepare a homework sheet fortheir respective sections based on this model homework. Hence, different set ofhomework problem to be given to different sections.

b) Nature of Homework: Wherever students are required to do a Home Work (especially relevant to

Management & allied disciplines), a uni que topic is to be assigned to eachindividual / group. It implies that in individual assignments as well as groupassignments, topic assigned to one student or group cannot be assigned to anotherstudent or group across all sections in which this course is taught. Topic

differentiation can be made by asking the students to study the given topic (e.g.recruitment strategy) of various organizations / sectors / countries.

In order to avoid duplication of efforts of the faculty members, every student /group of 3 to 5 students will be allotted an organization in the 1st term itself. Thisallocation shall be done in Course coordination/Master course coordinationmeetings in order to facilitate communication between the faculty members

teaching the same course in different sections. The student(s) will do all futureassignments with respect to the allotted organization. The motive is to shape thestudents thinking, as the deemed owner of the allotted organization, so as to hone

up the decision making skills, increase practical knowledge about the givenorganization and its competitive scenario. Such type of assignments will further

lead to live projects, which will add value to the students resume.

If the nature of the topic permits, then a different country can be allotted to eachindividual or group. This will encourage an international orientation and focusamongst the students and thereafter cross country comparisons can be made inclass room discussions.

If the nature of the topic permits a combination of country and sector can be allottedto each individual or group (Growth of BPOs in India / US / UK etc.). This willencourage cross-sector and cross-country comparisons to make class roomdiscussions even more fruitful.

Faculty members can innovate any other form of differentiation according to thenature of topic.

Field based Homeworks comprising data collection; analysis, report writing andpresentations should be encouraged. If the homework is organization based theCDC-Course and course planner or instructor must give it in groups and specify thedifferent organizations for each group. In this case peer ratingis to be encouraged

as per the mechanism described in this manual.

In case the homework is based on the usage of primary data, the organization


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assigned to each individual or group should be located in vicinityso that the datacan be collected in a single visitfor which students shall be entitled to maximum

of one duty leaveper course per term as per the University rules.

The evaluation parameters of the homework must be specified clearly. In skill based pure practical courses e.g. Fashion, Fine arts etc., homeworks are to

be given to the students to practice and hone the skills imparted in the lab classes(wherever applicable).

c) Process for change of approved homework plan:For Courses offered in single section only: If the instructor wants to change the

homework problems of a particular group of students, one is required to get it approved

from the COD/HOD and inform DAA.

For Courses offered in multiple sections: The instructor will be required to discuss thechange with the course coordinator/ master course coordinator and seek the approval ofthe COD/HOD and inform the same to DAA

d) Allotment of Homework:Irrespective of the mode of submission the homework shall be communicated to thestudents by posting the same on the LMS. No printed copy should be distributed tostudents unless it is unavoidable. Homework should not be allotted in the last 2 weeksof the session.

e) Submission of Homework:The Homework is to be submitted on or before the Date of submission asannounced. No late submissions should be accepted. The mode of submission shall be

through LMS (as far as possible) and must be mentioned while entering the Homeworkdetails on IP interface.

Please note: No submissions or evaluations should be scheduled in the last 2 weeks

f) Evaluation of Homeworks:i) The Homework must be evaluated strictly on the basis of evaluation parameterscommunicated to the students at the time of allotment.ii) Evaluations must be made with appropriate feedback to students by giving propercomments on the assignments.

4.3.2 Test

a) Guidelines for Test: The maximum marks, marks per question, number of questions and

nature of questions in the test should be as per table Details of Academic

Tasksin point no. 2 under the heading Test.

One lecture in the IP has to be planned for each test, as test is of 45minutes and rest of the time is to be used for attendance etc.

Test should be based on topics already mentioned in the detailed Homeworkplan in the IP and all the topics must be covered in the class before the test.

No open book tests are allowed. The teacher should solve the test before forming the test to find the errors and

justify the time required. All faculty members should prepare the test in one of the formats provided in


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Annexure I ofAMT.

b) Guidelines for Conducting a test in a class: The teacher shall announce a proper seating plan for the test & is to be followed. For bigger classes (more than 60 students) at least two different sets of test should be

made and the test should be supervised by two teachers (Instructor & tutor) Maximum time given for test should be announced in the class at the time of test. No extra time should be given.

4.3.3 Term Paper:Term papers are generally intended to describe a concept or argue a point. The students arerequired to gather, assimilate, analyze the data for a given problem, and then write it upcoherently. The activity results in a written report. The organization and the quality of writtenreport (language) are important parameters in evaluation. Following points must be kept inmind while preparation of the term paper:

a. A sample list of topics of the term paper is suggested by the course planner whilepreparing the instruction plan. It is not an exhaustive list and the instructor can add,delete or modify the topics of term paper as per requirement.

b. Course planner must mention 15 topics for the term paper and the course instructorhas the liberty to use those 15 topics for the whole class or add some new topics.

c. A particular term paper topic can be given in a group. Group size should not exceed3 members with clarity of each member role.

d. Term paper is to be allotted latest by the end of 3rd week of teaching and should bedue at least two weeks before the last day of classes. (Refer guidelines for writing aterm paper Annexure II)

e. Term Paper submission should be followed by student presentation or viva.4.3.4 Mini Project:

a. Mini Project can be given to the students depending upon the availability ofrequired infrastructure / equipment in the labs. The lab work required in theproject will have to be done during official working hours only.

b. The mini project can be given to student in teams. The maximum team size shallbe of three members. The CDC-course or the course planner or instructor shallframe evaluation parameters for mini projects giving special attention toevaluation of individual performance in group work. A mechanism of peer-ratingisproposed for the same in this manual.

4.3.5 Some common guidelines regarding Term Paper/ Mini Project:

a) Review:The Instructors shall check the progress of the students in the Term Paper/MiniProject before the MTEs and prior to submission. All instructors must give positivefeedback on the progress of students work. This will go a long way in guidingthe student to produce meaningful output which will enhance their professional

exposure and reflect in their resume.

b) Evaluation:i. If the student has copied some material without proper referencing, appropriate marks

are to be deducted; even zero marks can to be awarded without any exception.ii. The Term paper and Mini Project must be accompanied with a presentation/viva at the

time of submission.iii. The Evaluation criteria mentioned in the table Details of Academic tasksshould be

followed.


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4.3.6 Design Problem:A design problem is an open-ended problem, the successful solutions of which should trainstudents to look up data-books, to integrate knowledge learnt in different parts of a course, tounderstand that most design problems require iterative methods, and to appreciate thatoptimization is a necessary tool of design. Following points must be kept in mind while its

preparation:

i. Design problem should be assigned only in those courses where it can actuallyenhance the analytical learning of the students.

ii. The teacher must discuss the solution of the design problem with the students afterthe submission is done.

iii. Detail of design problem shall be entered in the space provided on IP interface.iv. Teacher shall decide the mode of submission and inform the students at the time of its

allotment. Course instructors will upload the solution of the design problems on

UMS after the submission by students.

4.3.7 Case Studies:

The case study method is a teaching approach that consists of presenting the students with a realtime situation and putting them in the role of a decision maker facing problems. The mainobjective of giving a case study as homework is to supplement case based teaching. Caseanalysis is allotted as a practice exercise to students so that they learn to visualize themselves inreal life situations and develop an analytical approach in decision making.

a) Allotment of Case Studies:Case studies can be allotted among the students in two different ways:

i. Allotment of the same case: A particular case can be allotted to all the students

in the class but in this case 100% of the evaluation should be based on a test.ii. Allotment of different cases: In case different cases are allotted to all the student

teams or individuals the evaluation can be on the basis of any of the following:

(a) Written analysis only (applicable for individual submissions only)

(b) Written analysis and Presentation (for group or individual submissions)

(c) Written analysis and Viva (for group or individual submissions)

The word limit for the written analysis should be defined by the CDC-Course orcourse planner or instructor, along with the split of marks.

4.3.8 Quiz:While preparing the quiz following parameters must be kept in mind:

In a quiz (MCQ based Test) the questions must be so framed that student is not able to answer

through sheer guess work. A question must have minimum 4 choices for answers. Each

question must require some sought of analysis. The time limit should be decided carefully

according to the complexity of questions and number of questions per test. Typically the

maximum time available for MCQ based test should be one minute per question. Negative

marking (25%) should be done to avoid guess work. More of the administration of the quiz

can be online / manual as per feasibility.

3 sets (different questions in each set as far as possible) of quiz should be designed

for the sections where student strength is upto 40 and for sections where student strength is

more than 40 then 4 sets of quiz should be designed. But an instructor can change the

sequence of the questions and use similar questions with different output to form sets for quiz.

4.4 Plagiarism:


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A teacher must inculcate and encourage academic integrity in their students, so that they

undertake studies, academic tasks, all the other evaluation processes and research with

sincerity and integrity. All concerned should ensure that students do not indulge in plagiarism

of any sort.

Faculty involved in teaching and research is expected to display apt leadership in academic

integrity and to educate the students to practice truthfulness in their academic tasks and allother evaluation processes.

Plagiarism, collusion, cheating and tampering / forging of documents / evidence are all forms

of Academic misconduct and unfair means.

4.5 Peer Rating

The process of Peer rating is as follows:

i. All team members will give weight (W) (out of 10) to each other dependingon the amount of work done by each member.ii. There must be minimum difference of 3 marks between the lowest and highestweight assigned by team members.

iii. Weights must be written on the front page of the final report and signed by allthe members of the group.

iv. Teacher will assign marks (M) to the group out of total marks based onwritten report.

v. Each members marks will be calculated as per the formula = W* M/10. Allthe fractions will be rounded off to the higher side.

vi. E.g. In a group of three members, weights assigned to A = 8/10, B = 7/10, C =10/10

If teacher has assigned 20 marks (out of 25) to the written report.

Marks of A = 8x20/10 = 16

Marks of B = 7x20/10 =14

Marks of C = 10x20/10 = 20

4.6 Approval and Audit of Academic Tasks:

The details of Academic Tasks shall be provided by the CDC-Course or course plannerwhile preparing the Instruction Plan. There shall be a provision in the IP interface forentering the details of Academic Tasks.

The Instruction Plan (along with the Academic Task details) shall be approved by thedesignated Heads as to whether it has been prepared as per the guidelines. The same shall besent to DAA for audit. DAA remarks would be sent back to the course planners and headsfor information and necessary action at their end.

4.7 Record keeping / posting:

Students must be given feedback on their performance in Academic Tasks immediately

after evaluation. Marks of all ATs should be posted on UMS within 7 days of date of

submission / test or any other evaluation.

Any reading material meant for the students is to be posted on the LMS promptly (before or

immediately after the class).

4.8 Error Reporting:


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In case there is any error in uploading the marks of any of the ATs the same should beinformed by the student to the concerned teacher. The teacher would be required to fill the

rectification form, get it duly approved by the concerned Head and submit it in InfoTechDepartment.

All errors in marks of continuous assessment posted on the UMS must be reported by thestudents within 2 weeks from the date of uploading. This change will facilitate promptupdations in continuous assessment and avoid rectifications requests towards the end of theterm.


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5. Teaching Practice for M Phil students:

5.1 The students registering for the course on Teaching Practice will be assigned a specific section of anundergraduate course with tutorial load.

5.2 Student will attend all lectures of the course.5.3 Student will take the teaching load of the tutorial (both groups of the section if there are two groups).5.4 In CA component 10 marks are for attendance only.5.5 One teacher coordinator will be appointed on recommendation of HOS to monitor and administer the

teaching practice in each department. The teacher coordinator will be a faculty member who is presently

guiding M. Phil students. The concerned teacher coordinator is responsible for keeping the record of

attendance and evaluation of all students.

5.6 The teacher will attend the tutorial, and evaluate the student in every tutorial with records of marksobtained. The following evaluation instrument should be used:-

Date of

Tutorial

Preparation

(5 Marks)

Delivery

(5 Marks)

Handling

questions

(5 Marks)

Evaluation

(5 Marks)

Total

(20 Marks)

5.7 The record of performance will be maintained in every M. Phil. students file.The file should containall the evaluations, the Combined Evaluation Report of the candidate, suggestions and

recommendations.

5.8 The student will grade all home assignments and quizzes under teachers directions and supervision.Maintenance of records and uploading on UMS will however be the responsibility of the teacher.


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6. Course categorization for auto calculation of Continuous Assessment

In order to facilitate the auto calculation of continuous assessment, the below mentioned categories

have been designed based on the number of Academic Tasks to be considered in each course.

Here:

Max (L+T) stands for the number of ATs to be assigned in a course with Lectures and

Tutorials

Best (L+T) stands for number of ATs to be considered(best out of assigned)

Max (P) stands for number of practical evaluations to be conducted in a course with practicals only.

Best (P) stands for number of practical evaluations to be considered (best out of assigned)

Table: Course Category for CA auto calculation

CATEGORY MAX(L+T) BEST(L+T) MAX(P) BEST(P)

1 1 1 NA NA

2 2 2 NA NA

3 3 2 NA NA

4 4 4 NA NA

5 5 4 NA NA

6 NULL NULL NULL NULL

7 NULL NULL NULL NULL

8 NA NA 5 4

9 NA NA 6 5

10 NA NA 7 5

11 NA NA 8 6

12 NA NA 9 7

13 NA NA 10 8

14 NA NA 11 9

15 NA NA 12 10

16 NA NA 13 11

17 NA NA 14 12

18 NA NA 4 4

19 NA NA 16 14

20 NA NA 18 16

21 NA NA 20 18

22 NA NA 22 20

23 NA NA 24 2224 Courses where R grade is applicable and evaluation will be

done by internal panel / jury

25 Courses where R grade is applicable and evaluation will

be done by external panel / jury

26 Courses where R grade is not applicable and evaluation

will be done by internal panel / jury

27 Courses where R grade is not applicable and evaluation

will be done by external panel / jury


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28 Customized courses where R grade is applicable and

evaluation will be done by internal panel / jury

29 Customized courses where R grade is applicable and

evaluation will be done by external panel / jury

30 Customized courses where R grade is not applicable andevaluation will be done by internal panel / jury

31 Customized courses where R grade is not applicable and

evaluation will be done by external panel / jury

32 4 3 NA NA

Imp. Notes:

1. Categories 1 to 5 and 32 are applicable for theory based courses i.e. (courses with L or L+T components)

2. Category 6 is applicable for the courses with L-T-P =0 but evaluation is not by a panel / jury. (e.g.

Teaching Practice, Readings in Management etc.)

3. Category 7 is applicable for special courses for which departments have taken customization and for

which the categorization for auto calculation is not feasible.

4. Category 8 to 23 are applicable for practical courses (having L=0, T=0 and P 0) and to be assigned

depending upon the number of practicals to be held as per the syllabus.

5. Categories 24 to 31 are applicable on courses withpanel / jury evaluation.

6. The number of practicals in Instruction Plan should be same as mentioned in the syllabus and same is to

be integrated in the Lab. MAX (P) means the number of practicals scheduled / planned in the syllabus

and IP.


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7. Course File

a) Definition: Course File is a compilation of prescribed course content, for a particular course code, fromall possible (relevant/trusted) sources. Course File is made for Theory and Practical courses (Except

for Practical course where Lab Manuals are available).

b) Applicability:The Course file should be prepared before the start of session by course planners alongwith the Instruction Plan and will be updated on regular basis by the Course Coordinator/Master Course

Coordinator on the link Provided on the UMS navigation

UMS navigation----------------------- LMS-------------------------Course filec) Format: The format of the Course file should be Broad Topic Wise (Instruction Plan). The folder

should be named as per the broad topic name and the files in this folder must be named topic wise.

d) Usage:The Course file is meant to be used by the Faculty and Students, so that they can readily accessthe teaching material of the Courses. It should be checked in the beginning of the session for the

availability of the link and then on the fortnightly basis by the HOD.


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8. Resource File:

a. Applicability: In certain courses the prescribed course content (syllabus) is not available fromstandard text books. It is available from various reference books, journals, periodicals & web sites.

In order to facilitate the instructor & students the course planner of such courses are required to

prepare a Resource file i.e. a compilation of prescribed course context (syllabus) from all possible

sources.

b. Timelines: The resource file should be prepared before the start of the term and submitted to theHOD along with the Instruction plan.

c. Format:The content available in e-copy or which can be converted to electronic form should beincorporated in the course file so that it can be accessed on through the UMS. Preferably the entire

resource file should be converted to electronic form & posted in the course file link available on the

UMS. Wherever it is not feasible to do so due to any reason (e.g. copyright etc) a complete resource

file should be prepared by the course planner in hard copy with proper indexing & documentation asper prescribed formats.

d. Usage:The resource file is meant to be used by the Instructors & tutors, so that they can readilyaccess the teaching resources of courses for which text books are not available. The concerned

instructors should keep on updating these files and hand them over to the HOD at the end of the

term. It shall be the responsibility of the HOD to get the files updated every term from the

concerned course planners to hand them over to the concerned instructors.

e. Role of DAA: DAA will seek from the teaching department the list of course for which resourcefiles are applicable. DAA will audit the resource files with reference to the syllabi & IPs.

8.1 The following important points are to be adhered to:

The documentation should be done in such a way that syllabus, IP and Resource materialshould be arranged in a sequential manner.

8.2 Format for Index of Resource File:

INDEX

Course Code:

Course Title:

UNIT1 Page No.

Broad topic

Subtopic 1

Subtopic 2

Subtopic 3

UNIT2 .

Note : Resource file for lab course will have 1 Unit and for theory course will have 6 units


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Annexure-II

Guidelines for writing a term paper

A term paper is an innovative course specific long duration activity to be completed by students as a

minor project. The students are required to gather; assimilate and analyze the data for a problem allotted bythe instructor. A term paper is a task assigned to the student in the 3

rdweek of the term, the submission of

which is due at least two weeks before the last day of classes

Primarily Term Paper is a record of intelligent, careful and systematic reading, noting and presentation of

several sources on a particular subject under study. The procedure for writing such a Term Paper consists of

the following steps:

1. Finding sources of materials:

The information related to the topic can be collected from various primary and secondary sources

depending upon the nature of the topic. For the secondary sources one can visit library, search books,

various websites. Then start writing the material related with the topic of your term paper. One can makereference cards of these by placing these cards according to the topic. The references should be written in

following format.

1) Article in a journal

Verma, R., Dogra, B. and Khara, N. (2007), Dainik Bhaskar-The Punjab Launch,IndianJournal of

Marketing, Vol. XIV, No.2, pp. 21-34.

2) From book

Gautam Prashant (2007), Sustainable Tourism Development, Indus Publication: New Delhi, pp. 31-40.

3) From Web

Population of India. [Online] available at[http://www.indianchild.com/population_of_india.htm>

accessed on 24.09.2008]

2. Gathering notes:Skim through the sources collected, locating the useful material, then make good notes of it, including

quotes and information for footnotes so that you dont have to refer the sources again. One should take

care in note-taking. The notes must be taken accurately so that it does not distort the author's meanings.

One should collect only those things that will support the objective of your term paper, ignoring other

facts or opinions.

3. Discussion with the instructor:

Before going with the detailed writing one must discuss the topic along with the material collected

with the teacher, to ensure that one is going on a right track.

4. Outlining the paper

The purpose of an outline is to help student think through the topic carefully and organize it logically

before writing. Check the outline to make sure that the points covered flow logically from one to the

other.

5. Writing the first draft

Start writing now, write as per the outline. Include an INTRODUCTION, a BODY, and a CONCLUSION.

INTRODUCTION (Tell what you are going to say) - State the thesis and the purpose of the term paperclearly. State the basic purpose of writing the paper along with the steps of approaching the topic.

Explain briefly the major points to be covered in the paper.
http://www.indianchild.com/population_of_india.htmhttp://www.indianchild.com/population_of_india.htm


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BODY (Say it) - This is where one presents the arguments to support the thesis

CONCLUSION (Tell in the end what you've said)Here one has to summarize the arguments. One

should explain the reasons to support the particular conclusion.

6. Editing the paper

The first draft is ready at this stage so

A. Read it thoroughly, to be sure that the language is proper, and that the content flow is

appropriate.

B. Cross check spelling and grammatical errors.

C. Cross check References, footnotes, and punctuation.

D. Make sure that the tables and graphs are in proper form and are self explanatory.


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Annexure-III- Guidelines for effective class teachingPreface

The faculty in LPU is diverse in aspect of their age, experience, knowledge and expertise. With the experience

of senior faculty the young faculty can enrich their knowledge and skills. With the feedback from various

faculty members, guidelines for effective classroom teaching have been formulated for the reference of all

faculty members to conduct lectures, tutorials and practicals.

Teaching is an interactive process, primarily involving classroom interaction, which takes place

between teacher and pupil and occurs during certain definable activities. These guidelines will help teachers of

LPU to enhance their craft of teaching.

Landmark Classes:

In a semester, the first class, the last class before MTE and the last class before ETE (which is also the last class

of the semester) are very important for the academic growth of a student. These classes require an extra effort

for planning and execution. For every courses first class of the academic session whether it is a lecture, tutorialor a practical should include the introduction of the course, course overview, its importance in the particular

program and in the respective semester, demonstration of syllabus, Instruction plan, Lab Manual, textbooks,

equipments to be used in lab, other things required by students (like manuals, lab coats, uniforms, kits etc.),

things to remember in the lab and importance of the course with respect to the industry/curriculum of the

program etc. Similarly last class before MTE and last class before ETE may be used for revision of the contents

and confidence building of the students.

Following sections will throw some light on the ideal teaching of a class with respect to lecture, tutorial and

practicals. All of these classes are divided into three basic stages:

Stage I - Plann ing and preparation

Stage I I - Conduct

Stage I I I - Assessment and other activi ties

(A) SOP of LectureIt is said, you teach best what you most need to learn.

Preparation of lecture is a pre-class activity which requires extensive study by the teacher with respect to content

and depth of the syllabi and instruction plan. A teacher needs to be well prepared to cater to the diverse abilities,

learning styles and interests of students of the class and be able to hold the students attention for a longer span

of time. The University Pedagogy Policy(Link: UMS Navigation Academic Policies and Formats

University Pedagogy Policy) can be referred to know about different pedagogical tools and teaching techniques

which can be used in lecture delivery. A practical part of teaching is to provide demonstrative, hands-on

experiences.

The course instructor needs to refer to the syllabus to know about the scope of the course in the term. The course

instructor will also need to refer to Instruction plan before and after every class to know about the topic to be

taught in every class. The instruction plans are prepared before the start of the academic session and made

available on UMS for faculty and students. Course instructor can start with stage one even before the start of the

session.

F ir st lecture before MTE:It is suggested that first class of each course may be utilized to give introduction to

the course. Display of syllabus and instruction plan can be done to discuss the contents to be covered in the

course with their applications. If certain resource materials e.g. text books, reference books, journal paper links


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of web links are available in the instruction plan then teacher shall discuss the significance of these resources.

Students may be informed about the components of the evaluations which are applicable to them. A brief

overview of the topics to be covered before MTE and After MTE may be discussed with the students.

F ir st lecture after MTE: This lecture slot may be used for discussing the MTE question paper and problem of

students in that question paper. If time permits then content which are to be covered after the MTE shall be

discussed briefly with their importance.

Stage I - Plann ing and Preparation (Thorough preparation can prevent last-minute headaches)

Step 1: Calculation of number of working day and planning the pace of the content.

Step 2: Preparation for the topic according to IP

Step 3: Identification of apt pedagogy and teaching strategy with reference to University Pedagogy

Policy on UMS. (Presentation/lecture delivery/documentaries/ Discussion/ Simulations)

Note: Primarily, white board should be used to deliver the lecture. Power point presentations should be

used as an add-on tool to demonstrate complex diagrams, models, other structures, short animations and

videos etc.

Courses with Numerical focus should have least usage of power point presentations. Power point

presentations showing complex text should be avoided.

Step 4: Identification of examples/cases/references/demonstration to be used and collection of

illustrations, graphics, videos and other study materials. Making a pool of such things along with your

colleagues.

Step 5: Structuring and organizing the lecture (Logical Progression)

a) Preparation of attention grabbing introduction and motivation (like videos, live incidents, short storyand interesting case study etc.) to the topic e.g. application of the topic so that interest of the

students to learn about the topic is aroused.

b) Preparation of Learning objective of lecturec) Content development for the achievement of those objectivesStep 6: Preparation of Academic Task with reference to IP (Whenever applicable)

Stage I I - Conduct

An ideal lecture may include the following steps.

Step 1: Marking of Attendance

Step 2: Recap/learning for last lecture (NA for first lecture)

Step 3: Attention grabbing introduction and motivation (like videos, live incidents, short story and

interesting case study etc.) to the topic e.g. application of the topic so that interest of the students to

learn about the topic is aroused.

Step 3: State the topic and its learning objectives

Step 4: Brief overview of main points to be covered

Step 5: Quick statement of background or context


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Step 3: Formation of the objectives (if any).

Step 4: All the required apparatus/equipment, consumables and any other auxiliary requirement may be

submitted to the concerned lab technician one day before the start of that planned experiment in a particular lab.

a. Check list may be prepared for each type of course or even for individual practical.b. Checklist for the things which a student should read and bring with him/her.c. Grouping of students wherever required may be done before the practical is actually conducted.

Practical which is to be performed by the student may be allotted to that student in the preceding

class so that student can read about that experiment from lab manual and/or any other reference

material mentioned in IP or syllabus.

Step 5: Preparation of questions for written test and/or Viva or any other evaluation component

Step 6: Collection of illustrations, graphics, videos and other demonstration tools.

Stage I I - Conducting a practical

The Second stage is actual practical which includes controlling & managing students. It includes a short briefing

at the start of practical which would include the discussion ofobjectives with students and what major

equipments are to be used. The study material which is researched by the instructor is to be shown to the

students. Exchange of thoughts, discussions and question answers can be done. The Dos and donts and

precautions also need to be discussed briefly.

Step 1: Marking of Attendance

Step 2: Check the students for carrying proper lab manuals and lab coats/uniforms/practical record file/anything

else required.

Step 3: State the topic of the experiment and its objectives and explain dos and precautions.

Step 4: Step/stage wise demonstration to the students.

Step 5: Practice/experiment session for the students.

Step 6: Make timely checks on usage and handling of the equipments, while encouraging the students

experiential learning.

Step 7: Evaluate the students performance as per the approved customization for that course which are

mentioned in the Academic Manual for Teachers.

Stage I I I - Assessment and other activi ties

Third and final stage is of assessment/post practical task which includes Feedback/follow-up. This step includes

the remarks to the students as per his/her performance individually, the students need to be evaluated and the

remarks to be given.

Step 1: Uploading of the notes and maintaining online course file. (Link: UMS navigation LMS

Course Files)

Step 2: Creating the list of problems faced by students and faculty while conducting the practical (for

next practical and discussion in faculty meetings)

Step 3: Assessment of practicals and home-works (wherever applicable) and giving remarks.


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Annexure-IV- Model for the conduct of lab classes in LPU

There is feedback that faculty finds less time for the interaction with the student and is more engaged in

evaluating students. To make the teaching and learning more effective, new model for the lab classes is preparedby DAA in consultation with HODs of few departments and members of sub group. A consensus has been

achieved in adopting this model which is as follows:

Structure: P stands for performance and numeric stands for practical number e.g. P1 stands for performance

of practical in turn 1.

Week No./practical No. Parameter to be evaluated

1 Instructions

2 P1

3 P2

4 P3

5 P4

6 P5

7 Written Test based on all previous practical done, MTP

MTE

8 Instructions

9 P6

10 P7

11 P8

12 P9

13 P10

14 Written Test based on all previous practical done after MTE

Instructions will be given to students in the first lab classes for the experiments to be performed in subsequent

lab before MTE. From second class onwards students will perform the allotted experiment turn wise. Teacher

shall be fully dedicated to interact with the student and assist them in case any problem is found. Teacher will

interact and judge that whether the students are moving in the right direction or not and rectify them by assisting

them in learning.


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Worksheet:In this model student is not required to maintain a notebook for the practical as most of the things

he write in the practical notebook is replication of the material written on the lab manual. Therefore in place of a

notebook, a single page work sheet will be designed for each experiment and will be included in the lab manual.

This worksheet will contain observation tables, spaces for calculation and analysis of error, learning outcome

etc. and student will be required to carry this worksheet for the experiment he/she is going to perform on any

given day. Student will note down all the observations then and there, calculate and complete the worksheet and

get this sheet signed from the teacher. This worksheet will be placed in the lab manual at the end of each

experiment.

Working of the Model

Experiments in the labs are conducted in two ways:

1. Multiple experiment in singleturn

Require instruction week in first turn, each

before MTE and after MTE

2. Individual experiment in eachturn

Instruction is given on the day of the practicalactually performed

In case of multiple experiments in one turn, maximum of 10 experiments and minimum as prescribed by the

benchmark will be planned and in case of other type this number will be upto 12.

Allocation of practical: Practicals must be assigned one week before the actual conduct and student should be

instructed to come prepared for performance. Students must be advised to bring graph paper or any such

requirement. Students should be encouraged to read theory part from the books mentioned in the syllabus.

Student is required to come with the bound Lab manual which contains the work sheet. Without this student will

not be allowed into the lab. After the instruction in first turn, student will be allowed to perform the experiment

and teacher will fully interact with the student and observe whether the student is performing towards the right

direction or not. During interaction teacher will not only guide the student but also tell them about the

significance of the experiment that students are performing and its applicability.

Evaluation

It is required that students must be informed about the evaluation pattern in the very first class so that they can

prepare themselves according to that.

A. PerformanceOnly performance of the student out of 50 marks will be evaluated which will be on the basis of following

parameters

a) Way of following the prescribed procedure/ Awareness about the equipment and process followedb) Extent of assistance he/she required to perform the experimentc) Observation recording and work done in the worksheetd) Teacher can ask student to calibrate, to change one parameter or any other command to assess the

understanding in performance

If nature of experiment is such that it cannot be completed on the same day e.g. inoculation in case of

microbiology etc. then performance may be evaluates in the next term For such courses discipline has to take

prior approval from Division of Academic Affairs.


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Teacher is required to sign at least one reading which he/she will ask student to perform in front of him/her.

After complete calculation and the work of the worksheet teacher will sign it on the same day. Evaluation of

performance will be done on the basis of the work student has done in the presence of teacher including

worksheet.

Record of performance: Marks of the performance will be entered in the CA interface on UMS on the same

day. However if it is not possible to upload the marks simultaneously during the conduct of the lab then an

evaluation sheet is to be maintained by the teacher which he/she will download from the CA interface

(download excel format) in which students details (name, registration number, column for filling marks etc.) are

available. Teacher will write date on the top of this evaluation sheet and enter marks manually in this which

he/she shall upload on the UMS on same day. This evaluation sheet record will be put int o teachers box file

which can be audited at any time by HOD, DOD and higher official including members of the central divisions

(DQA, DAA etc.)

B. Mid Term PracticalTwo written test (30 marks each) in form of written test, one after the completion first half of the experiments

scheduled (before MTE) and one after completion of all the experiments scheduled after MTE, will be given to

student. This will be conducted after completion of equal number of experiments by the students in a group. It is

required that faculty shall calculate the actual number of practicals as per their time table so that test can be

planned accordingly.

Format of Written test

Atleast 3 sets of test will be given to students in same group. Discipline will make a question bank and HOD

shall vet if there are multiple sections of the same course code. Written test will contains following types of

questions:

a) Conceptual questions related to experiments for which the test is conductedb) Theory/principle/chemicals reaction/logic/precautions/procedure etc. for any experiment for which the

test is conducted

c) Students will be given hypothetical readings (observation table) of a particular experiment (Different todifferent students). Student will be asked to calculate the result, analyse the result, graphs and error

analysis etc. if any. (This will prepare student for calculation part and analysis)

d) Any additional question related to concerned experimentsNote: Test should not be assigned to the students in UMS as there will be a separate interface for uploading the

marks of the test.

C. WeightagesWEIGHTAGES

Attendance CAP MTP ETEP

5 25 20 50


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Sample Lab manual and worksheet and model test 1

Experiment No.

Aim:To determine the hardness of the given hard water sample by EDTA method. Provided Standard Hard

Water (1 ml of SHW =1 mg of CaCo3).

Equipments to be used:Burette, Burette stand, Titration flask, Pipette, Beakers, funnel etc.

Chemicals Used: Standard Hard water, EDTA solution, Eriochrome black-T (EBT), Ammonia buffer Solution,

Sample hard water.

Learning Objectives:

i. The purpose of this experiment is to determine the hardness of water by measuring the concentrations ofcalcium and magnesium in water samples by titration.

ii. To know about use of buffer solution: The buffer being used has composition NH4Cl and NH4OH. ItspH is the order of 10.5.

iii. How the indicator works: When indicator is added to hard water it combines with free metal ionspresent in water.

HIn-2 + M+2 MIn- + H+ {M = Mg or Ca}

(Wine red)

When EDTA solution is added to the titration flask it combines with the free metal ions giving metal EDTA

complex, which is stable and colorless.

H2Y2-

+ M+2

MY-2

+ 2H+

When all the free metal ions are exhausted, next drop of EDTA removes the metal ion engaged with indicator

and the original blue color is restored.

H2Y2-

+ MIn+ MY

-2 + HIn

+2 + H

+

Procedure:

(a) Standardisation of EDTA solution: Pipette out 10ml of standard hard water in the titration flask. Add to it 2-3ml of buffer solution and two

drops of Eriochrome Black-T indicator. A wine red color appears.

Titrate this solution against EDTA solution taken in a burette till wine red colour changes to blue color. This is the end point. Recovered the volume of EDTA consumed as A ml. Repeated the procedure to get

at least three concordant readings.


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Table1: Standardization of EDTA

S. No. Burette readings Volume of EDTA

Consumed (R2- R1) mLInitial Final

(b) Determination of Total Hardness:- Pipette out 10ml of sample hard water in the titration flask. Add to it 2-3ml of buffer solution and two

drops of Eriochrome Black-T indicator.

A wine red colour appears. Titrate this solution against EDTA solution taken in a burette till wine redcolour changes to blue color.

This is the end point. Recovered the volume of EDTA consumed as B ml. Repeated the procedure to getat least three concordant readings.

Table2: Determination of Total Hardness

S. No. Burette readings Volume of EDTA


Calculations:

(a).Standardisation of EDTA solution:-

1 ml of standard hard water = 1 mg of CaCO3

10 ml of S.H.W. = 10 mg of CaCO3 = A ml of EDTA

A ml of EDTA = 10 mg of CaCO3

1 ml of EDTA = 10/A mg of CaCO3

(b).Calculation of total hardness:

10 ml of hard water sample = B ml of EDTA

Now 1 ml of EDTA = 10/A mg of CaCO3

10 ml of hard water sample = B x 10/A mg of CaCO3.


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1 ml of hard water sample = B x 10/A x 1/10 mg of CaCO3.

1000 ml of hard water sample = B x 10/A x 1/10 x 1000 mg of CaCO3.

Hence total hardness = 1000 x B/A ppm

Result: The hardness of water is...........

Scope of result:The determination of water hardness is a useful test that provides a measure of quality of water

for households and industrial uses. Originally, water hardness was defined as the measure of the capacity of the

water to precipitate soap.

Parameters:Volumetric

Relationships to be determined: How much EDTA is consumed for 1 mL of SHW, which is then, can be used

for the calculation of unknown.

Error Analysis:

Graphs and Plots: NA

Cautions:

i. The burette, pipette and conical flask should be washed and then rinsed with distilled water.ii. Redistilled water should be employed for preparing the EDTA solution.

iii. The colour change near the end point is very slow and thus should be observed very carefully.Requirement for Lab Technician:

1. EDTA solution 0.1 M.2. Standard Hard water of 1000ppm.3. EBT4. Ammonia buffer solution.5. Sample hard water of known strength.


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Model Class Test No. 1-Set A

Max Time: 60 min

Section E1203 Date: Roll No. E1203A

Q1. What is hardness, classify it and how it is determined in water samples? [5]

Q2. Give an account of the chemical reactions involved in the experiment of hardness determination.

[5]

Q3. Differentiate between methyl orange alkalinity and phenolphthalein alkalinity by giving significance of

determining each. [5]

Q4. By giving suitable chemical reactions explain the difference between Iodometric and Iodimetric titration.

[5]

Q.5. Following are the observation tables of hardness determination experiment. Calculate the hardness of the

water sample. Calculate the percentage error in the result if original hardness of the sample water is 240 ppm.

[5]ObservationTable1: Standardization of EDTA

Volume of S.H.W taken in titration flask = 10 .mL

S. No. Burette readings (in mL) Volume of EDTA


1 1.1 8.2

2 9 16.1

3 20 27

Observation Table2: Determination of Total Hardness

Volume of sample water in titration flask = 50 mL

S. No. Burette readings (in mL) Volume of EDTA


1 2 12.1

2 12.1 22.3

3 22.3 32.4

Q6. What are the various precautions one should take care while performing thin layer chromatography?

[5]


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Sample Lab manual and worksheet and model test 2

Experiment No.

Aim: To plot graph between distance of knife edges from the center of gravity and the time period of a

compound pendulum and to determine acceleration due to gravity (g) using the graph.

Equipments to be used:Bar Pendulum, Small metal wedge, Spirit level, Telescope, Stop watch, Meter rod,

Graph paper

Learning Objectives:

1. The student will know about the Centre of Gravity and acceleration due to gravity, radius of gyration

and moment of inertia.

2. The student will learn the method to find the Centre of Gravity of the bar pendulum and determine its

acceleration due to gravity.

3. The students will also learn how to determine the radius of gyration and the moment of inertia of the bar

pendulum.

4. The students will also learn how to plot a graph between time period and distance of knife edges fromthe centre of gravity.

5. The skill of handing the apparatus will also be inculcated in the student by using the telescope and stop

watch.

Procedure:

1. Balance the bar on a sharp wedge and mark the position of its C.G. Also mark one side of the bar of

C.G. as A and other side as B.

2. Fix the knife edges in the outermost holes at either end of the bar pendulum. The knife edges should be

horizontal and lie symmetrically with respect to centre of gravity of the bar, so that the sharp edge points

towards the centre of gravity.

3. Place a spirit level on the glass plates fixed on the bracket in the wall meant for suspending thependulum and see that the upper surfaces of the glass plates are at the same level.

4. Suspend the pendulum from the knife-edge on the side A so that the knife edge is perpendicular to the

edge of the slot and the pendulum is hanging parallel to the wall.

5. Adjust the eye-piece of the telescope so that the cross wires are clearly visible through it. Focus the

telescope on the lower end of the bar and put a reference mark on the wall behind the bar to denote its

equilibrium position.

6. Set the pendulum into vibration with small amplitude of about 5 and allow it to make a few vibrations

so that these become regular. Make sure that there is no air current in the vicinity of the pendulum.

7. Look through the telescope and when the image of the reference mark is passed by the bar, start the

stopwatch and count zero. Count one when the pendulum is passing through the same position in the

same direction and so on. Note the time taken for 20 vibrations. Repeat again and take the mean.

8. Measure the distance between the C.G. and the inner edge of the knife edge.

9. Now suspend it on the knife-edge on the side B and repeat the observations.

10. Repeat the observations with the knife-edges in the 2nd, 3rd, 4th etc. holes on either side of the centre of

gravity

Note: See that the knife edges are always placed symmetrically with respect to C.G.


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Observations:

S.No. Side A Side B

Time for 20

Vibrations Time

Period t

(Mean/2

0)

Distance

from

C.G.

Time for 20vibrations

Time

Period t

(Mean/20)

Distanc

e

from

C.G.1 2 Mean1 2 Mean

1

2

To Plot the graph:

1. Take the Y-axis in the middle of the graph paper .Represent the distance from the C.G. along the X-axis

and the Time-Period along the Y- axis.

2. Plot the distance on the side A to the right and the distance on the side B to the left of the origin.3. Draw smooth curves on the either side of the Y-axis passing through the plotted points taking care that

the two curves are exactly symmetrical as shown in graph.

To find the value of g:

1. Draw two lines parallel to the X-axis cutting the curves at the points CAGBD and C`A`G`B`D`

respectively (from A side to B side). Also draw the line MON touching the two portions of the graph at

M and N respectively.

2. Select points like C and B, A and D etc on the graph on the two sides of the C.G., not equidistant from

it, having the same time period. Measure the distance AD and CB.

3. Similarly measure the distance A`D` and C`B`.

4. Similarly more lines can be drawn parallel to the x-axis.

Calculations:For the line CAGBD, L1 = (AD + CB)/2 = ........ cm t1 (Time period for line CAGBD) = ...... sec.

For the line CAGBD, L2 = (A`D` + C`B`) /2 = ........ cm. t2 (Time period for line C`A`G`B`D`) = ....... sec.

Similarly calculate L3, L4 and so on for other lines on the graph and corresponding t3, t4

Find the mean of all lengths and time periods, using

L = (L1 +L2 + L3)/3 and t = (t1 +t2 + t3)/3

And hence find L/t2 = .......

Now, Calculate g using the formula g=(42)

L/T2

Error Analysis:Actual value of g is 9.8 m/s2

Percentage error= (Actual value-observed value/Actual value)100


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Cautions:

1. The knife -edges should be horizontal and the bar pendulum parallel to the wall.

2. Amplitude should be small.

3. The time period should be noted after the pendulum has made a few vibrations and the vibrations have

become regular.4. The two knife-edges should always lie symmetrically with respect to the C.G.

5. The distance should be measured from the knife-edges.

6. The graph drawn should be a free hand curve.


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Date of Performance Worksheet of the student Registration Number:

Aim: To plot graph between distance of knife edges from the center of gravity and the

time period of a compound pendulum and to determine acceleration due to

gravity (g) using the graph.

Observations:

S.No. Side A Side B

Time for 20

VibrationsTime

Period t

(Mean/20)

Distance

from

C.G.

Time for 20

vibrationsTime

Period t

(Mean/20)

Distanc

e

fromC.G.1 2 Mean

1 2 Mean

1

2

Attach GraphCalculation:

Error Analysis:

Learning Outcomes (what I have learnt):

To be filled in by Faculty

S.No. Parameter Marks obtained Max. Marks

1 Understanding of the student about the procedure/apparatus. 20

2 Observations and analysis including learning outcomes 20

3 Completion of experiment, Discipline and Cleanliness 10

Signature of Faculty Total marks

obtained


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Model Class Test No. 2 Set A

Max Time: 60 min

Section . Date: Roll No. ..

Q1. What is gravity, how it is related to the weight of a substance? [5]Q2. What do you mean by compound pendulum? [5]

Q3. What is the value of acceleration due to gravity at the centre of earth? [5]

Q4. What happens to acceleration due to gravity as we move above earths surface explain?

[5]

Q.5. Following are the observation table for the compound pendulum. Plot the graph and calculate the

acceleration due to gravity.

S.No. Side A Side B

Time for 20

Vibrations Time

Period t

(Mean/2

0)

Distance

from

C.G.

Time for 20vibrations

Time

Period t

(Mean/20)

Distanc

e

from

C.G.1 2 Mean

1 2 Mean

1

2

3

Q6. What are the various precautions one should take care while making observations with the compound

pendulum? [5]


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Annexure-V- Cover Page for Academic Tasks

Course Code: Course Title:

Course Instructor:

Academic Task No.: Academic Task Title:

Date of Allotment: Date of submission:

Students Roll no: Students Reg. no:

Evaluation Parameters: (Parameters on which student is to be evaluated- To be mentioned by students as

specified at the time of assigning the task by the instructor)

Learning Outcomes: (Student to write briefly about learnings obtained from the academic tasks)

Declaration:

I declare that this Assignment is my individual work. I have not copied it from any other students work or from

any other source except where due acknowledgement is made explicitly in the text, nor has any part been written

for me by any other person.

Students Signature:

Evaluators comments(For Instructors use only)

Evaluators Signature and Date:

Marks Obtained: _______________ Max. Marks: ______________

General Observations Suggestions for Improvement Best part of assignment


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Format for allocating Academic task

LOVELY PROFESSIONAL UNIVERSITY

ACADEMIC TASK NO. 1

School of _________________ Faculty of _______________

Name of the faculty member______________

Course Code:______ Course Title: _____________________________

Class: Term: Section: Batch:

Max. Marks: Date of Allotment: Date of Submission:

S.

No

Roll No Objectives of

Academic

Activity

Topic Details Evaluation

Parameters

Expected

outcomes

1

Evaluation Criteria


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Example of allocated Academic Task:

LOVELY PROFESSIONAL UNIVERSITY

ACADEMIC TASK NO. 1

School of Business Faculty of Business and Applies Arts

Name of the faculty member______________

Course Code:______ Course Title: _____________________________

Class: Term: Section: Batch:

Max. Marks: Date of Allotment: Date of Submission:

S.

No

Roll No Objectives

of Academic

Activity

Topic Evaluation

Parameters

Expected

outcomes

1 ALL

STUDE

NTS

To expose

students to

practical

aspects of

financial

statementanalysis and

make them

able to

interpret the

financial

performance

and financial

position of

the

organization.

Each student will be allotted a company

and will analyze the financial position of

that company for three years by using

comparative statement, common size

statement and trend analysis using excel.

The student is required to submit thereport based on the analysis duly

considering the following aspects:

Draft one page report on the strengthsand weakness of the co. as an outcome

of your analysis. (Intra-company

analysis)

Establish the interrelationships inabove mentioned tools of analysis as

applicable to your case (Intra-

company analysis).

Each student will submit one separatereport of analysis.

Do an inter-company analysis of thecompanies allotted to your group for

current year (inter-company

comparison of best company of group

with worst company of the group).

Each group will submit one separate

report of its analysis.

Do Inter-sector analysis takingindustry average as base (Group 1 will

do with Group 2). Each group will

submit one separate report of itsanalysis.

The evaluation will

be made on

individual and

group basis. Each

student will be

evaluatedindividually for

revised academic manual for teachers for autumn term 2013-14

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